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School Of Achievements
Quality Educational Intervention for Learners with barriers to learning and development
Impairment Explained
GDE Documents
Dress Code
Code of Conduct
School Fees
Transport
School Anthem
We have a goal in life
To persevere and to conquer,
In our work and in our play
We always strive for achievement.
We progress like the rolling wheel
The torch gives us hope and gives light.
We have faith and we trust in our Creator
In our quest we can reach for the stars.
Blou, wit en oranje
Gee ons moed en spoor ons aan:
Ons gaan onbevrees die toekoms in
Ons sal volhard en oorwin
School History
The School of Achievement came into existence as a result of the shared vision and dedication of individuals and institutions that recognised that a special intervention was needed to assist children with learning impairments.
A former Minister of Education and Training, Dr. Cruywagen, envisaged a school dedicated to the provision of specialised remedial education for learners with specific learning needs. This vision initiated the establishment of the school. The School of Achievement was formally established in 1980, under the auspices of the Germiston Cripples Care Association – then chaired by Mr Tom Jones, who also chaired the Chaired, the first Governing Body of the school.
The first principal, Mr Ludie Heath, together with a team of dedicated staff and a highly committed Parent/Teachers Association under the chairmanship of Mr Denis Peens, worked tirelessly to secure their own school complex. After a trying period in the dilapidated buildings of the Goedehoop School and much hardship, the drive, tenacity and faith of these members produced results. The new school complex was officially inaugurated in 1990. Since then the school has grown rapidly in all respects.
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Our Vision
Our VISION is quality educational intervention for learners with barriers to learning and development (specifically learning disabilities) within the philosophy of invitational education.
Our Mission
Our MISSION is to maintain the human and physical resources at the school in order to provide sustainable quality educational intervention shaped by the principles transformation, equity and Ubuntu — guided by School of Achievement’s values.
Our Values
Effectiveness : Encompassing
– Desired (educational) outcomes
– Quality intervention
– Service delivery
– Capacity building
– Organizational development
– Efficiency
Invitational Stance
Learning Growth
Professional : Encompassing
– Commitment
– Integrity
– Accountability
– Responsibility
– Ethics
– Collaboration
Invitational Education
Invitational Education forms a framework within which all educational activities take place in the school.
- It is a specific set of values that form a specific way to interact with others.
- It is a theory that emphasizes human goodness to achieve learning.
- A model that emphasizes respect and dignity in all people of all social classes, cultures and backgrounds.
Invitational Education is based on four assumptions:
- All people are able, valuable and responsible and should be treated that way.
- Education should involve all role players:
- Learners
- Parents
- Teachers
- Community
- All people have untapped potential that is waiting to be discovered.
- Human potential can be realized by:
- Places
- Programs
- Policies and
- Procedures that invite development by:
- People who are intentionally inviting to themselves and others.
- Human potential can be realized by:
Overview of School Fees
School fees are a significant part of a student’s educational journey, and it’s important for parents and guardians to plan and save for these expenses. Remember that saving for school fees is an investment in your child’s future. Planning and financial discipline can help make education expenses more manageable and allow your child to access quality education and opportunities for personal growth and development.
Understanding School Fees
School fees can include tuition, textbooks, uniforms, extracurricular activities, and various additional expenses.Costs can vary widely depending on the grade level of the student.
Upcoming Events | Book Now!
School History
The School of Achievement came into existence as a result of the shared vision and dedication of individuals and institutions that recognised that a special intervention was needed to assist children with learning impairments.
A former Minister of Education and Training, Dr. Cruywagen, envisaged a school dedicated to the provision of specialised remedial education for learners with specific learning needs. This vision initiated the establishment of the school. The School of Achievement was formally established in 1980, under the auspices of the Germiston Cripples Care Association – then chaired by Mr Tom Jones, who also chaired the Chaired, the first Governing Body of the school.
The first principal, Mr Ludie Heath, together with a team of dedicated staff and a highly committed Parent/Teachers Association under the chairmanship of Mr Denis Peens, worked tirelessly to secure their own school complex. After a trying period in the dilapidated buildings of the Goedehoop School and much hardship, the drive, tenacity and faith of these members produced results. The new school complex was officially inaugurated in 1990. Since then the school has grown rapidly in all respects.
Ludie Heath (1980-1995)
Mr Ludie Heath was appointed as the school principal of the first Government Remedial School in South Africa. The name of the school was School of Achievement. The school was situated on the grounds of the old Goede Hoop School at Railway Street, Germiston.
The focus of the school was to assist learners with an average to above average cognitive intelligence who experienced barriers to learning in reading, writing, and maths.
School of Achievement was the first school in the Department of Education that included a hotel course in their curriculum.
The school’s success in assisting learners with their learning barriers was based on three factors:
* Specialized support to learners was the focus point. The school was committed to quality intervention and education.
* Well-trained, skillful educators and educational support services worked as a dynamic multidisciplinary team.
* Consistency and routine formed the basis of discipline.
* The first learner, Craig Vaughan Kaplan, was admitted to the School of Achievement on 23 June 1980.
* Marthie Kok was appointed as the first staff member with 10 learners in her class ranging from standerd 1 to 3. The class consisted of English-speaking as well as Afrikaans-speaking learners.
* The number of learners increased to such extend that the school could not physically accommodate these individuals. A new school building with the remedial facilities was desperately needed. Stemming from this need, Mr Heath, the staff members, the parents and the learners started daily prayer groups. The Department of National Education only assisted in ?55% of the total cost. The balance was raised by the staff members, parents and learners through numerous fundraising schemes (such as the Spring ball in the Alberton Civic Hall, the selling of handmake cards, the selling of hot dogs at food stalls, etc.)
* The new school had a unique, inviting appearance. The five pilars symbolized strength with the triangular Pythagoras at the top. The school surroundings contributed to a special learning environment with the beautiful rose gardens (one of which is named after the school “Glowing Achievement”), peacocks, monkeys, squirrels, swans, ducks, fish, as well as the old farmyard with the goats, sheep, pigs, cows, the camel and the donkey. One year after the opening of the new school, a swimming pool, patio, and carports for the school busses were build from school funds. Additional classrooms and a new hotelarea were added in later years.
Lizette Matthews (1996-2003)
Mrs Lizette Matthews was appointed as the second principal in October 1996. Her leadership was focussed on democratic, participative management. 1996-2003 was a time of change and transformation in the education system. Empowerment and training of staff received attention to ensure professionalism and educational effectiveness.
* As part of the development of formal school policies and procedures, the first formal Code of Conduct was co-created by all role-players (parents, learners and staff), and the first formal Vision and Mission statement as well as strategies were executed.
* Invitational Teaching was implemented. In 2002, the School of Achievement was awarded the International Invitational Award.
* Sports grounds were developed for learners.
* Excellent Matric results were maintained.
* The learner’s holistic development received through participation in sporting and cultural activities received attention.
* During the past decade, the School of Achievement had to redefine its purpose within the inclusive scholastic system and the growing need for learner support services.
Tinus Du Preez (2003 - Present)
* In October 2003, Mr du Preez was re-appointed at the School of Achievement as Principal. School of Achievement has been recognised by the Gauteng Department of Education (on district level as well as head office) as a resource centre that is willing to contribute to specialised education per se.
* Since 2003, the school has developed into a learning environment which focuses on diversity – diversity in terms of learners’ needs, as well as cultural diversity. The growing individual needs if our learners have received primary attention. During the past few years, quality intervention programmes have been implemented to ensure that our learners’ educational needs are met.
* Mr du Preez will be leading the School of Achievement into a new era of change in specialised education. In accordance with the Education White Paper 6 on Inclusive Education, the School of Achievement’s role will change from a specialised school to a specialised school as a resource centre. The role of the School of Achievement in the broader school community will be extended in as much that the staff’s expertise will be available to all schools in the area. The primary mission of the School of Achievement will still be to provide quality educational intervention for the learners enrolled at the school.
What is a learning impairment?
The term learning impairment generally refers to difficulty experienced by children (or adults) in one or more learning areas, which reduces the learner’s ability to realise his or her potential. It is often referred to as a “hidden handicap” and affects between 15 and 25% of children, regardless of culture, race, gender, or class. The learning impaired child generally performs poorly at school because he or she has difficulty in acquiring, storing, retrieving or expressing information. A learning impairment most frequently manifests in the academic areas of reading, writing and mathematics as well as such functions as attention, concentration, reasoning, memory functions, oral communication and so forth. An inability to pay attention, hyperactivity, and/or impulsivity, may suggest the possible presence of a learning impairment.
What is the cause of learning impairment?
A primary learning impairment is often genetically determined and frequently results from a specific neurological dysfunction. Learning backlogs may also be caused by external factors, such as environmental deprivation, emotional problems and so on, but in such cases the learning disability would not be primary.
What are the future prospects of a learner matriculating from the School of Achievement?
Prospects are similar to those of any other learner who has passed Grade 12 with standard grade subjects.
What type of behaviour is characteristic of a learner with a learning impairment?
Hyperactivity
Attention/concentration problems
Emotional immaturity (compared to chronological age)
Impulsiveness
Poor social skills
Fear of foreign situations
Poor perseverance
Poor self-image and poor self-confidence
Planning problems
Problems with coordination, laterality and dominance
Visual and auditory perceptual limitations
Memory dysfunction
Which learners does the School of Achievement accommodate?
Many learners who could benefit from the professional multidisciplinary team approach at the school unfortunately go unnoticed. Often the below average performance of these children at school and their demanding behaviour at home hide a learning impairment, which is frequently not recognised. As a consequence they are often negatively labelled, which places further, major hurdles in their way and prevent them from achieving their academic and social potential.
The presence of one or more of the following symptoms will facilitate a decision regarding the child’s status as a candidate or not:
Impaired sensory-integration in addition to immature visual perceptual abilities.
Auditory perceptual problems with concurrent speech and/or language impairments.
Poor integration of basic learning skills which may hamper academic progress without remedial intervention.
The above-mentioned factors might have a negative effect on the ability to learn to read, spell, write and to acquire mathematical abilities.
Diagnosis of the ADD and/or ADHD (according to the DSM-IV).
What is the procedure to be followed when applying for placement at the School of Achievement?
What type of assistance can the School of Achievement offer learning impaired learners?
More individualised education attention.
Speech-language therapy to address auditory perceptual and language backlogs (to learners in grades 1 to 6).
Occupational therapy to address both motor and perceptual problems.
Psycho-Social therapy to address emotional problems (all learners in need are assisted).
Special concessions i.e. oral examination, transcription, tape aid.
Teachers with an invitational and remedial approach.
Additional support for learners who experience specific learning needs:
Attention Deficit and Hyperactivity Support Group of Southern Africa
Attention Deficit and Hyperactivity Support Group of Southern Africa (ADHSA) provides support and information to families, therapists, teachers and caregivers interacting with ADD/ADHD children and adults. The challenges of ADD and hyperactivity are also discussed. This organization offers counselling, guidance and referral services. They promote greater community awareness by producing and distributing information to the media and the public in general.
Attention Deficit Disorder Association
Attention Deficit Disorder Association (ADDA) provides information, resources and networking to adults with AD/HD and to the professionals who work with them. In doing so, ADDA generates hope, awareness, empowerment and connections worldwide in the field of AD/HD. Bringing together scientific perspectives and the human experience, the information and resources provided to individuals and families affected by AD/HD and professionals in the field focuses on diagnoses, treatments, strategies and techniques for helping adults with AD/HD lead better lives.
www.kidsource.com
Kidsource.com offers information on Attention Deficit Disorder (ADD) and Attention-Deficit/Hyperactivity Disorder (ADHD) for families. This website have brought together some of the best articles on ADD/ADHD.
www.web-tv.co.uk
Find the latest information from leading experts for ADHD, ADD, learning disabilities and other behavioral disorders. Books, videos, audios and resource building materials for adults and children alike. Related Topics are Ritalin, Depression Test, Adult ADD, Anxiety, Mood Disorder, Teen Depression, Bipolar Disorder Medication.
Learning Disabilities Association of America
The Learning Disabilities Association of America (LDA) provides support to individuals with typical learning difficulties include dyslexia, dyscalculia, and dysgraphia which are often complicated by associated disorders such as attention deficit/hyperactivity disorder. Parents, teachers and other professionals are also supported. LDA provides helpful information on learning disabilities, practical solutions, and a comprehensive network of resources. “LDA believes that every person with learning disabilities can be successful at school, at work, in relationships, and in the community – given the right opportunities.”
GDE Documents
Inclusive Education
Inclusive Education Conceptual and Operational Guidelines for the Implementation of Inclusive Education: Special Schools as Resource Centres (June 2005)
Curriculum Adaption
Curriculum Guidelines of the Revised National Curriculum Statement (June 2005)
National Senior Certificate
An Addendum to the Policy Document, The National Senior Certificate: A Qualification at Level 4 on the National Qualifications Framework (NQF), regarding Learners with Special Needs
Dress Code
Revised School Uniform 2024
Hospitality Studies Dress Code
Skooldragbeleid
Code Of Conduct
The code of Conduct has to be signed by each learner and governs the conduct of each learner:
Code Of Conduct (English)
Gedragskode (Afrikaans)
Financial Newsletter
At the Annual General Meeting held on 26 October 2023, a resolution was adopted that School of Achievement will be a “School Fee School” in 2024. We are under obligation to renew this resolution annually at the Annual General Meeting. The following fee structures were also approved:
Bus Fare 2024
You are reminded about the content of the kombi/bus policy.
Bus Fare Structure 2024
The same principle applies in 2023 as in 2021, where learners will only be permitted to make use of school transport if the parents complete a debit order form.
School Fee Structure
Should the School Fees be paid in full for the year by 28 February 2023, a 10% discount of R1 100.00 will be allowed.
NB: Please note that if the amount is paid by credit/debit card in the office, the total discount is only R550, due to a 5% service fee.
You are urged to make use of the debit order system offered by the school for school fees (optional) and bus fare (compulsory).
Debit orders that have been returned three times by the bank as unpaid, will automatically be cancelled without any further notice.
School’s Banking Details
Bank: ABSA
Branch Name: Wadeville
Branch Code: 513542
Account Number: 10 11 11 1358
Account Type: Current
Reference: Name and Surname of Learner
E-Mail: sorita@mysoa.co.za
Transport
The School serves the following suburbs subject to space available on the vehicle: To facilitate attendance, the school runs a bus service to these areas.
For more information, please contact transport@mysoa.co.za
School Of Achievement
Our Vision
Our VISION is quality educational intervention for learners with barriers to learning and development (specifically learning disabilities) within the philosophy of invitational education.
Our Mission
Our MISSION is to maintain the human and physical resources at the school in order to provide sustainable quality educational intervention shaped by the principles transformation, equity and Ubuntu — guided by School of Achievement’s values.
Learning Impairment
School History
GDE Documents
Code of Conduct
School Fees
Transport
Our Values
Effectiveness : Emcompassing
Desired (educational) outcomes
Quality intervention
Service delivery
Capacity building
Organizational development
Efficiency
Invitational Stance
Learning Growth
Professional : Encompassing
Commitment
Integrity
Accountability
Responsibility
Ethics
Collaboration
School Anthem
We have a goal in life
To persevere and to conquer,
In our work and in our play
We always strive for achievement.
We progress like the rolling wheel
The torch gives us hope and gives light.
We have faith and we trust in our Creator
In our quest we can reach for the stars.
Blou, wit en oranje
Gee ons moed en spoor ons aan:
Ons gaan onbevrees die toekoms in
Ons sal volhard en oorwin
Invitational Education
Invitational Education forms a framework within which all educational activities take place in the school.
- It is a specific set of values that form a specific way to interact with others.
- It is a theory that emphasizes human goodness to achieve learning.
- A model that emphasizes respect and dignity in all people of all social classes, cultures and backgrounds.
Invitational Education is based on four assumptions:
- All people are able, valuable and responsible and should be treated that way.
- Education should involve all role players:
- Learners
- Parents
- Teachers
- Community
- All people have untapped potential that is waiting to be discovered.
- Human potential can be realized by:
- Places
- Programs
- Policies and
- Procedures that invite development by:
- People who are intentionally inviting to themselves and others.
What is a learning impairment?
The term learning impairment generally refers to difficulty experienced by children (or adults) in one or more learning areas, which reduces the learner’s ability to realise his or her potential. It is often referred to as a “hidden handicap” and affects between 15 and 25% of children, regardless of culture, race, gender, or class. The learning impaired child generally performs poorly at school because he or she has difficulty in acquiring, storing, retrieving or expressing information. A learning impairment most frequently manifests in the academic areas of reading, writing and mathematics as well as such functions as attention, concentration, reasoning, memory functions, oral communication and so forth. An inability to pay attention, hyperactivity, and/or impulsivity, may suggest the possible presence of a learning impairment.
What is the cause of learning impairment?
A primary learning impairment is often genetically determined and frequently results from a specific neurological dysfunction. Learning backlogs may also be caused by external factors, such as environmental deprivation, emotional problems and so on, but in such cases the learning disability would not be primary.
What are the future prospects of a learner matriculating from the School of Achievement?
Prospects are similar to those of any other learner who has passed Grade 12 with standard grade subjects.
What type of behaviour is characteristic of a learner with a learning impairment?
Hyperactivity
Attention/concentration problems
Emotional immaturity (compared to chronological age)
Impulsiveness
Poor social skills
Fear of foreign situations
Poor perseverance
Poor self-image and poor self-confidence
Planning problems
Problems with coordination, laterality and dominance
Visual and auditory perceptual limitations
Memory dysfunction
Which learners does the School of Achievement accommodate?
Many learners who could benefit from the professional multidisciplinary team approach at the school unfortunately go unnoticed. Often the below average performance of these children at school and their demanding behaviour at home hide a learning impairment, which is frequently not recognised. As a consequence they are often negatively labelled, which places further, major hurdles in their way and prevent them from achieving their academic and social potential.
The presence of one or more of the following symptoms will facilitate a decision regarding the child’s status as a candidate or not:
Impaired sensory-integration in addition to immature visual perceptual abilities.
Auditory perceptual problems with concurrent speech and/or language impairments.
Poor integration of basic learning skills which may hamper academic progress without remedial intervention.
The above-mentioned factors might have a negative effect on the ability to learn to read, spell, write and to acquire mathematical abilities.
Diagnosis of the ADD and/or ADHD (according to the DSM-IV).
What is the procedure to be followed when applying for placement at the School of Achievement?
What type of assistance can the School of Achievement offer learning impaired learners?
More individualised education attention.
Speech-language therapy to address auditory perceptual and language backlogs (to learners in grades 1 to 6).
Occupational therapy to address both motor and perceptual problems.
Psycho-Social therapy to address emotional problems (all learners in need are assisted).
Special concessions i.e. oral examination, transcription, tape aid.
Teachers with an invitational and remedial approach.
Additional support for learners who experience specific learning needs:
Attention Deficit and Hyperactivity Support Group of Southern Africa
Attention Deficit and Hyperactivity Support Group of Southern Africa (ADHSA) provides support and information to families, therapists, teachers and caregivers interacting with ADD/ADHD children and adults. The challenges of ADD and hyperactivity are also discussed. This organization offers counselling, guidance and referral services. They promote greater community awareness by producing and distributing information to the media and the public in general.
Attention Deficit Disorder Association
Attention Deficit Disorder Association (ADDA) provides information, resources and networking to adults with AD/HD and to the professionals who work with them. In doing so, ADDA generates hope, awareness, empowerment and connections worldwide in the field of AD/HD. Bringing together scientific perspectives and the human experience, the information and resources provided to individuals and families affected by AD/HD and professionals in the field focuses on diagnoses, treatments, strategies and techniques for helping adults with AD/HD lead better lives.
www.kidsource.com
Kidsource.com offers information on Attention Deficit Disorder (ADD) and Attention-Deficit/Hyperactivity Disorder (ADHD) for families. This website have brought together some of the best articles on ADD/ADHD.
www.web-tv.co.uk
Find the latest information from leading experts for ADHD, ADD, learning disabilities and other behavioral disorders. Books, videos, audios and resource building materials for adults and children alike. Related Topics are Ritalin, Depression Test, Adult ADD, Anxiety, Mood Disorder, Teen Depression, Bipolar Disorder Medication.
Learning Disabilities Association of America
The Learning Disabilities Association of America (LDA) provides support to individuals with typical learning difficulties include dyslexia, dyscalculia, and dysgraphia which are often complicated by associated disorders such as attention deficit/hyperactivity disorder. Parents, teachers and other professionals are also supported. LDA provides helpful information on learning disabilities, practical solutions, and a comprehensive network of resources. “LDA believes that every person with learning disabilities can be successful at school, at work, in relationships, and in the community – given the right opportunities.”
School History
The School of Achievement came into existence as a result of the shared vision and dedication of individuals and institutions that recognised that a special intervention was needed to assist children with learning impairments.
A former Minister of Education and Training, Dr. Cruywagen, envisaged a school dedicated to the provision of specialised remedial education for learners with specific learning needs. This vision initiated the establishment of the school. The School of Achievement was formally established in 1980, under the auspices of the Germiston Cripples Care Association – then chaired by Mr Tom Jones, who also chaired the Chaired, the first Governing Body of the school.
The first principal, Mr Ludie Heath, together with a team of dedicated staff and a highly committed Parent/Teachers Association under the chairmanship of Mr Denis Peens, worked tirelessly to secure their own school complex. After a trying period in the dilapidated buildings of the Goedehoop School and much hardship, the drive, tenacity and faith of these members produced results. The new school complex was officially inaugurated in 1990. Since then the school has grown rapidly in all respects.
Ludie Heath (1980-1995)
Mr Ludie Heath was appointed as the school principal of the first Government Remedial School in South Africa. The name of the school was School of Achievement. The school was situated on the grounds of the old Goede Hoop School at Railway Street, Germiston.
The focus of the school was to assist learners with an average to above average cognitive intelligence who experienced barriers to learning in reading, writing, and maths.
School of Achievement was the first school in the Department of Education that included a hotel course in their curriculum.
The school’s success in assisting learners with their learning barriers was based on three factors:
* Specialized support to learners was the focus point. The school was committed to quality intervention and education.
* Well-trained, skillful educators and educational support services worked as a dynamic multidisciplinary team.
* Consistency and routine formed the basis of discipline.
* The first learner, Craig Vaughan Kaplan, was admitted to the School of Achievement on 23 June 1980.
* Marthie Kok was appointed as the first staff member with 10 learners in her class ranging from standerd 1 to 3. The class consisted of English-speaking as well as Afrikaans-speaking learners.
* The number of learners increased to such extend that the school could not physically accommodate these individuals. A new school building with the remedial facilities was desperately needed. Stemming from this need, Mr Heath, the staff members, the parents and the learners started daily prayer groups. The Department of National Education only assisted in ?55% of the total cost. The balance was raised by the staff members, parents and learners through numerous fundraising schemes (such as the Spring ball in the Alberton Civic Hall, the selling of handmake cards, the selling of hot dogs at food stalls, etc.)
* The new school had a unique, inviting appearance. The five pilars symbolized strength with the triangular Pythagoras at the top. The school surroundings contributed to a special learning environment with the beautiful rose gardens (one of which is named after the school “Glowing Achievement”), peacocks, monkeys, squirrels, swans, ducks, fish, as well as the old farmyard with the goats, sheep, pigs, cows, the camel and the donkey. One year after the opening of the new school, a swimming pool, patio, and carports for the school busses were build from school funds. Additional classrooms and a new hotelarea were added in later years.
Lizette Matthews (1996-2003)
Mrs Lizette Matthews was appointed as the second principal in October 1996. Her leadership was focussed on democratic, participative management. 1996-2003 was a time of change and transformation in the education system. Empowerment and training of staff received attention to ensure professionalism and educational effectiveness.
* As part of the development of formal school policies and procedures, the first formal Code of Conduct was co-created by all role-players (parents, learners and staff), and the first formal Vision and Mission statement as well as strategies were executed.
* Invitational Teaching was implemented. In 2002, the School of Achievement was awarded the International Invitational Award.
* Sports grounds were developed for learners.
* Excellent Matric results were maintained.
* The learner’s holistic development received through participation in sporting and cultural activities received attention.
* During the past decade, the School of Achievement had to redefine its purpose within the inclusive scholastic system and the growing need for learner support services.
Tinus Du Preez (2003 – Present)
* In October 2003, Mr du Preez was re-appointed at the School of Achievement as Principal. School of Achievement has been recognised by the Gauteng Department of Education (on district level as well as head office) as a resource centre that is willing to contribute to specialised education per se.
* Since 2003, the school has developed into a learning environment which focuses on diversity – diversity in terms of learners’ needs, as well as cultural diversity. The growing individual needs if our learners have received primary attention. During the past few years, quality intervention programmes have been implemented to ensure that our learners’ educational needs are met.
* Mr du Preez will be leading the School of Achievement into a new era of change in specialised education. In accordance with the Education White Paper 6 on Inclusive Education, the School of Achievement’s role will change from a specialised school to a specialised school as a resource centre. The role of the School of Achievement in the broader school community will be extended in as much that the staff’s expertise will be available to all schools in the area. The primary mission of the School of Achievement will still be to provide quality educational intervention for the learners enrolled at the school.
GDE Documents
Inclusive Education
Inclusive Education Conceptual and Operational Guidelines for the Implementation of Inclusive Education: Special Schools as Resource Centres (June 2005)
Curriculum Adaption
Curriculum Guidelines of the Revised National Curriculum Statement (June 2005)
National Senior Certificate
An Addendum to the Policy Document, The National Senior Certificate: A Qualification at Level 4 on the National Qualifications Framework (NQF), regarding Learners with Special Needs.
Dress Code | Revised School Uniform (2024)
Dress Code
Hospitality Studies Dress Code
Skooldragbeleid
Code of Conduct
The Code of Conduct has to be signed by each learner and governs the conduct of each learner:
Code Of Conduct (English)
Gedragskode (Afrikaans)
Financial Newsletter
At the Annual General Meeting held on 26 October 2023, a resolution was adopted that School of Achievement will be a “School Fee School” in 2024. We are under obligation to renew this resolution annually at the Annual General Meeting. The following fee structures were also approved:
Bus Fare 2024
R4 500.00 per year (R450.00 per month x 10)
You are reminded about the content of the kombi/bus policy.
Bus Fare Structure 2024
The Bus Fare are strictly payable in advance in 10 equal monthly payments to cover the running costs of the vehicles.
The same principle applies in 2023 as in 2021, where learners will only be permitted to make use of school transport if the parents complete a debit order form.
School Fee Structure 2024
The School Fees for 2023 are R11 000.00. This is payable over 10 months at R1 100.00 per month per learner.
Should the School Fees be paid in full for the year by 28 February 2023, a 10% discount of R1 100.00 will be allowed.
NB: Please note that if the amount is paid by credit/debit card in the office, the total discount is only R550, due to a 5% service fee.
You are urged to make use of the debit order system offered by the school for school fees (optional) and bus fare (compulsory).
Debit orders that have been returned three times by the bank as unpaid, will automatically be cancelled without any further notice.
School’s Banking Details
Name of Account: School of Achievement
Bank: ABSA
Branch Name: Wadeville
Branch Code: 513542
Account Number: 10 11 11 1358
Account Type: Current
Reference: Name and Surname of Learner
E-Mail: sorita@mysoa.co.za
Transport
The School serves the following suburbs subject to space available on the vehicle: To facilitate attendance, the school runs a bus service to these areas.
For Additional Information please contact transport@mysoa.co.za
Kensington | Bedfordview
STOP 1: Shell Parkling Lot, Langerman Drive
STOP 2: Sasol Parkling Lot, Cnr Riley & Harper Rd
Driver: Nols
Springs / Elspark
STOP 1: Van Ci Supermarket Parking Lot, Nigel Rd, Selcourt
STOP 2: City Base Church, 9 Coalition Rd, Selection Park
STOP 3: Park Next to Fisher Place Estaqte, 14 Hawk Street
Driver: Rachel
Witfield
STOP 1: Sidewalk, 75 Main Street, Witfield
Driver: Maurray
Lakefield / Northmead
STOP 1: Bunny Park Parking Lot, Davidson Street
STOP 2: Benoni Northern Sports Club Parking Lot, 1 Brodigon Street, Northmead
STOP 3: Side of Road, Cnr of Windemere Drive & Klein Str, Lakesfield
Driver: Mr Donald Larry Gordon
Primrose
STOP 1: Circle / Park, Cnr Sabie Rd, & Bardene Str
STOP 2: Blue Elephant Valets Parking Lot, 100 Elizabeth Rd, Bartlett AH
STOP 3: Shell Parking Lot, 8 North Rd, Eveleigh
Driver: Mr. James Lunga Nkoe
Boksburg 1
STOP 1: Shoprite Satelite Parking Lot, Cnr 11th Ave & Paul Kruger Str
STOP 2: The Square Mall Parking Lot, Cnr Randfontein & Rietfontein Rd, Klipfontein.
Driver: Mr. Nicolaas Gillme
Boksburg 2
STOP 1: Sidewalk, 5 Oak Str, Plantation
STOP 2: Exec-Q-Locksmith Parking Lot, Cnr of 11 Ave & 8th str.
STOP 3: Engen Parking Lot, 178 Trichardt Rd, Parkrand
Driver: Mr. Fabian Selwyn Rodney Morgan
Rynfield
STOP 1: Sidewalk / Benoryn Family Church, 36 Struben Str, Rynfield
STOP 2: Benoni Northen Sports Club Parking Lot, 1 Brodigon Str, Northmead
Driver: Karen
Brakpan / Van Dyk Park
STOP 1: Sidewalk, 51 West Rd, Rand Collieries SH
STOP 2: Sidewalk, 113 Graaf Str, Rand Collieries SH
STOP 3: Sidewalk/ Opposite Bethel House Tecnical College, Voortrekker & High Str.
STOP 4: Mall at Carnival Parking lot, Cnr Heidelberg & Airport Rd, Dal Park
STOP 5: Sidewalk, 1 Haasbos Str, Van Dyk Park
Driver: Mr. Withen Asia Mdlalosi
Brackenhurst / Windmill park/ Rodebult
STOP 1: Side of Road, 10182 Platform Cresent Ext 38
STOP 2: Side of Road, 7069 Intshe St.
STOP 3: Side of Road, Roodekop St
STOP 4: Bracken City Shopping Mall Parking Lot, 30 Rae Frankel St.
Driver: Mr. Jermoine Valdon Wynkwardt
Germiston
STOP 1: Laerskool Elandia, Main Gate, Lennox Rd
STOP 2: Side of Road, Jacoba St
STOP 3: Lake Point Flats, Attwell St
STOP 4: Side of Road, Hospital St
STOP 5: Shell Garage Parking Lot, 89 Webber Rd
STOP 6: Mc Donalds Parking Lot, Webber Rd
Driver: Mr. Alistair Clint Ismail
Edenvale 1
STOP 1: Karaglen Shopping Centre Parking Lot, Cnr Harris & Baker Rd
STOP 2: Dunvegan Circle, Frances Str
STOP 3: Kota Joe Parking Lot, Van Riebeeck Str
STOP 4: Morgan’s Supermarket Parking Lot, Cnr Gurnhard & Geelbeck St
Driver: Mr. Malcolm Lincoln Adams
Atlasville
STOP 1: Sidewalk, Mercury Str & Bayley Str, Farrarmere
STOP 2: Sidealk, Cnr Reier Rd & Kwikkie Str, Atlas Ville
STOP 3: Parking Lot, 34 Bartlett Rd, Beyers Park
Driver: Mr. Wesley Leandro January
Heidelberg
STOP 1: Sidewalk, Cnr Jacobus Str & Louw Str
Driver: Ms. Jacoba Dorethia Barnard
Kempton Park
STOP 1: Field Next to the Rd, M43 OR Tambo, Between Atar Str & Great North Rd
STOP 2: Sidewalk Opposite Total, Cnr Veld & Vlei Str, Birchleigh AH
STOP 3: Parking lot, Cnr Tinus de Jongh & Elgin Rd, Birchleigh
Driver: Kurtley
Edleen Kempton Park / Boksburg
STOP 1: Parking Lot, 139 Rienert Ave, Edleen
STOP 2: Side of Rd, Madeley Rd, Between Dayan Rd & Witfield Rd
Driver: Mr Lester Curtis Perry
Farramere
STOP 1: Epress Mart Shopping Centre Parking Lot, Bayley St
STOP 2: Plus Shopping Centre Parking Lot, Cnr Bartlett Rd & Adrian Rd
STOP 3: Caltex Rapid Parking Lot, Cnr Trichardt Rd & Paul Smit Rd
Driver: Mr. Stephen Michael Jeacocks
Verwoerd Park 1
STOP 1: Laerskool President Steyn, Cnr Nerina Ave & Braun Rd
Driver: Cobus Pieterse
Verwoerd Park 2
STOP 1: Flats, Cnr Camberley & Grey Ave
STOP 2: Busstop, Cnr Cardiff & Grey Ave
STOP 3: Engen Garage Parking Lot, Cnr Braun & Drysdale Ave
Driver: Mr Cornelis Izak Vos
Alberton
STOP 1: Alberview Primary School, Joyce St
STOP 2: Sasol Garage Parking Lot, Penzance St
Driver: Happy Pieterse
Edenvale 2
STOP 1: Karaglen Shopping Centre Parking Lot, Cnr Harris & Baker Rd
STOP 2: Kota Joe Parking Lot, 13 Van Riebeeck Ave
Driver: Mr. Ronald Bethell Morden
Brackenhurst
STOP 1: Bracken City Shopping Mall (Pharmacy), 30 Rae Frankel St
Driver: Mr. Lesego Darkie Segopis
Primrose
STOP 1: Parking Lot, 83 Barbara Rd
STOP 2: Side of Road, St Joseph St
STOP 3: Flats, Cnr York St & Rademeyer St
Driver: Mr Jason Miles
Alberton
STOP 1: Alberview Primary School, Joyce St
STOP 2: Sasol Garage Parking Lot, Penzance St
Driver: Happy Pieterse
Primary School Personnel
– Administration
– General Administration
– Gr 1 Personnel
– Gr 2 Personnel
– Gr 3 Personnel
– Gr 4 Personnel
– Gr 5 Personnel
– Gr 6 Personnel
– Gr 7 Personnel
High School Personnel
– Administration
– General Administration
– Gr 8 Personnel
– Gr 9 Personnel
– Gr 10 Personnel
– Gr 11 Personnel
– Gr 12 Personnel
School Uniforms
School clothes at the School of Achievement are an important aspect of our educational environment. Our dress code is designed to foster a sense of pride, discipline, and a focused learning atmosphere.
The School of Achievement requires all students to wear a standardized school uniform. This policy promotes a sense of equality and minimizes distractions related to clothing choices.
While we maintain a uniform policy, students have some flexibility in choosing clothing that adheres to the guidelines. Students can choose from a range of clothing options as long as they conform to the prescribed colors and styles.
Upcoming Events
Cultural / Revue
Grade 2 – Christmas Show
16th November 2023 @17:00 / School Of Achievemnts
Hospitality
Grade 10 – Christmas Hospitality
20th November 2023 @12:00 / School Of Achievemnts
Rugby
Grade 8 – Rugby
20th November 2023 @12:00 / School Of Achievemnts
Equestria Team
Q1 & Q2: 27 & 28 January 2024
School Of Achievement Equestria Team (SAWMGA & SANESA)
School Fees
Overview of School Fees
School fees are a significant part of a student’s educational journey, and it’s important for parents and guardians to plan and save for these expenses. Remember that saving for school fees is an investment in your child’s future. Planning and financial discipline can help make education expenses more manageable and allow your child to access quality education and opportunities for personal growth and development.
Understanding School Fees
School fees can include tuition, textbooks, uniforms, extracurricular activities, and various additional expenses.Costs can vary widely depending on the grade level of the student.
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Address
c/o Bloemhof Street & Heidelberg Road, Elspark, Gauteng
school hours
M-F: 7:00 – 17:00